Long-term plan unit: 5
This is the way …
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School: №160
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Date:
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Teacher name:
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CLASS: 1
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Number present:
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absent:
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Theme of the lesson: This is the way …
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Learning objectives(s)
that this lesson is contributing to
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1.S3 pronounce basic
words and expressions intelligibly
1.R3 recognise some
very high frequency words from local environment
1.S5 produce words in
response to basic prompts
1.UE9 use basic
present simple forms [positive and negative] to give basic personal
information
1.L2 recognise with
considerable support a few basic personal questions spoken slowly and
distinctly
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Lesson objectives
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All learners will be able to:
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- Recognize simple
greetings
- Listen to the
song
- Recognize simple
verbs of daily riutines
- Demonstrate and
name the actions
- Give some
information about themselves using covered verbs
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Success criteria
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Learners
have met this learning objective R3, if they can choose 8 -10 words from
local context
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Value links
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Cooperation
Respect
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Cross curricular
links
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·
PE
Art
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ICT skills
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Smart
board
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Previous learning
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Getting
to school
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Plan
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Planned timings
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Planned activities
(replace the notes below with your planned activities)
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Resources
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Beginning
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GREETING
Good
morning children! I’m glad to see you! How are you?
Now, Boys and Girls come up to
the blackboard and put a tick.
WARM
UP ACTIVITY
Learners listen, perform gestures
and sing along to “This is the way” song.
Today we’re going to
talk about your daily routine. What do you do every day?
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This is the way we go
to school song
http://www.youtube.com/watch?v=fsIb5L0_pGY
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Middle
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REVISION
- Using vocabulary flashcards, Teacher models the
vocabulary and have students repeat. Pupils play memory game to solidify
the vocabulary.
- Teacher introduces the daily routines from the
flashcards and drills correct pronunciation of each daily routine. T
puts each flashcard on the blackboard and continues to review everything
on the board and then add a new daily routine until everything has been
introduced and drilled.
- Teacher points at the cards and students call
out the vocabulary.
I brush my teeth.
I say ‘Goodbye’
I come home.
I wash my face.
I have breakfast.
I go to school.
I go to bed.
PRACTICE
- Stop game: The teacher then says one daily
routine over and over while running their finger over all the
flashcards. When the teacher's finger is above the correct flashcards,
the students have to cry out "stop" and the teacher turns the
flashcard over. For extra fun, the teacher can go too quickly over the
correct flashcard and make the students “lose”. When students say “stop”
on the wrong flashcard, the teacher drills it again. Teacher continues
until all flashcards are face down on the board.
APPLICATION
- Teacher gives out the worksheet with the table
and students draw the daily routines below the expressions (give them a
very limited amount of time to do this).
SPEAKING
- Teacher: We speak a lot
today about all kinds of activities, and now I want you to speak about
your working day, what you do. Please, let`s begin. Now, tell us what
you do every day.
P 1: First I get
up. Then I wash my face, brush my teeth. After that I have breakfast. Then I
brush my hair. I say ‘Goodbye’ and go to school.
WRITING
- Follow up with a
crossword for spelling or even short writing practice. Some crossword
makers have pictures so you don't need to use written descriptions, but
certain could.
BREAK
Let`s revise other verbs (Please
stand up, Please dance, write, run, jump)
It’s time to do some useful
exercises
- Hands up! Hands down! Hand
on the hips! Sit down.
- Turn left. Turn right. Clap
your hands. That’s right.
- Eyes up. Eyes down.
- Eyes to the left. Eyes to
the right
- Shut your eyes
- Open your eyes widely
- Look at your right hand
- Look at your left hand
- Shake your head
ASSESSMENT
Pupils
use a matching
sheet with a few short sentences describing the item and have students circle
the picture that corresponds to that description.
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End
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How do you
feel now?
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Are you OK ?
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Now, Boys and
Girls come up to the blackboard and put a tick.
GIVING
HOME TASK
Teacher:
And now, at the end of the lesson, write down your home task- to write 5-6
sentences about your working day. Is it clear? O.K!
EVALUATING
Let`s
count your stars, how many have you got? Who is the best today at our lesson.
You are all the best today. You work hard and you do your best to be the
best!
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Additional information
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Differentiation – how do you plan
to give more support? How do you plan to challenge the more able learners?
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Assessment – how are you planning
to check learners’ learning?
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Health and safety check
ICT links
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• More
support will be given to weaker learners by giving them a modified worksheets
in some tasks with greater support
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through
questioning and the redirecting of questioning
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Through
formative assessment
• Through observation of the stage of revision
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• Health promoting techniques
• Breaks and physical activities used.
• Points from Safety rules used at this lesson.
• Use video 10 minutes
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Reflection
Were the lesson
objectives/learning objectives realistic?
What did the learners
learn today?
What was the learning atmosphere
like?
Did my planned
differentiation work well?
Did I stick to
timings? What changes did I make from my plan and why?
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Use the space below to reflect on
your lesson. Answer the most relevant questions from the box on the left
about your lesson.
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Summary evaluation
What two things went
really well (consider both teaching and learning)?
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2:
What two things would
have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned
from this lesson about the class or individuals that will inform my next
lesson?
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